아스퍼거장애 아동의 이야기 분석
An analysis of narratives by children with Asperger’s syndrome
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Studies of English-speaking children with autistic spectrum disorder (ASD) have reported that narrative assessment is sensitive to the communication impairments. Narrative development of Korean children with ASD has rarely been examined, and it is unclear how qualitatively different their deficits may be from typically developing Korean children’s narrative ability. The purpose of this study was to provide an analysis of narratives in 10 children with Asperger’s Syndrome (AS) and 10 typically developing children matched on age, gender, language abilities, and cognitive abilities. Participants completed stories based on the MacArthur Story Stem Battery. Each of their stories was assessed in terms of story organization components developed in Strong Narrative Assessment Procedure(Strong, 1998). It was found that children with AS produced narratives that were significantly less coherent than the narratives of controls. It seemed less likely for children with AS to organize their utterances coherently in relation to the gist of the story stems provided at each setting. It is speculated that lack of narrative ability is associated with deficiencies in cognitive skills in theory of mind and perspective-switch.
Abstract
Studies of English-speaking children with autistic spectrum disorder (ASD) have reported that narrative assessment is sensitive to the communication impairments. Narrative development of Korean children with ASD has rarely been examined, and it is unclear how qualitatively different their deficits may be from typically developing Korean children’s narrative ability. The purpose of this study was to provide an analysis of narratives in 10 children with Asperger’s Syndrome (AS) and 10 typically developing children matched on age, gender, language abilities, and cognitive abilities. Participants completed stories based on the MacArthur Story Stem Battery. Each of their stories was assessed in terms of story organization components developed in Strong Narrative Assessment Procedure(Strong, 1998). It was found that children with AS produced narratives that were significantly less coherent than the narratives of controls. It seemed less likely for children with AS to organize their utterances coherently in relation to the gist of the story stems provided at each setting. It is speculated that lack of narrative ability is associated with deficiencies in cognitive skills in theory of mind and perspective-switch.
참고문헌 (60)
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